There has been a notable shift in the tone, or color, of the discussion about organizational leaning, The earliest works showed a keen Challenges for the Future 931 awareness of the way politics distorts learning, and authors like Cyert and March (1963) have always expressed a certain skepticism about claims that learning is purely and simply good for all involved. However, most of the publications in the subsequent decades treated learning as a politically neutral process with a positive, rosy outcome for organizations and their members. Articles in the leading business journals have tended to enthusiastically encourage readers to develop and find learning organizations in which to work. Exceptions were Levitt and March (1988), who catalogued numerous learning problems that result in undesirable behavior or incorrect knowledge, and Argyris (1985) introduced the concept of defensive routines to recognize the role of fear and defensiveness that individuals may experience when having to challenge their mental models.
However, few scholars followed up on these ideas until the 1990s. Until then critical responses to organizational initiatives conducted under the banner of learning were treated as resistance that had to be overcome. Schein's (1993) treatment of the role of anxiety and fear in organizational learning helped put the subject on the agenda. Fortunately, in the past few years there has been growing recognition that emotions, power, and conflict could influence learning. Nevertheless, there has been almost no empirical research on this point, possibly because each of these factors were seen as antithetical to learning.
There has been a notable shift in the tone, or color, of the discussion about organizational leaning, The earliest works showed a keen Challenges for the Future 931 awareness of the way politics distorts learning, and authors like Cyert and March (1963) have always expressed a certain skepticism about claims that learning is purely and simply good for all involved. However, most of the publications in the subsequent decades treated learning as a politically neutral process with a positive, rosy outcome for organizations and their members. Articles in the leading business journals have tended to enthusiastically encourage readers to develop and find learning organizations in which to work. Exceptions were Levitt and March (1988), who catalogued numerous learning problems that result in undesirable behavior or incorrect knowledge, and Argyris (1985) introduced the concept of defensive routines to recognize the role of fear and defensiveness that individuals may experience when having to challenge their mental models.
However, few scholars followed up on these ideas until the 1990s. Until then critical responses to organizational initiatives conducted under the banner of learning were treated as resistance that had to be overcome. Schein's (1993) treatment of the role of anxiety and fear in organizational learning helped put the subject on the agenda. Fortunately, in the past few years there has been growing recognition that emotions, power, and conflict could influence learning. Nevertheless, there has been almost no empirical research on this point, possibly because each of these factors were seen as antithetical to learning.
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